Prompted by imprecise definitions and terms, never-ending discussions about which sport is being referred to, as well as the flood of manuals that raise questions about pedagogically valuable and effective sport-based methodologies, this commentary highlights three perspectives to approach the important role of sport-based methodologies in SFD: (1) concepts of sport in sport sciences, (2) pedagogical perspectives with a focus on experiential learning and (3) team sports. Although this reflection is focused only on the SFD approaches of one German actor, it illuminates the research gap related to sport-based methodologies and can serve as a stepping stone for future research.

Indigenous voices are an emerging area of interdisciplinary research and praxis within sport for development (SFD). However, the growing body of literature on SFD indicate program curriculums can conflict with Indigenous ways of knowing, which can undermine cultural sustainability and revitalization. The purpose of this commentary is therefore to reflect on contemporary SFD programming through the lens of Indigenous knowledge and pedagogical practices. In doing so, we identify strategies and practices to scaffold into existing SFD programs and policy. Such pedagogical strategies and practices accomplish two objectives: (1) adding to the growing corpus of literature on community-oriented praxis and (2) provide recommendations for strategic implementation of Indigenous knowledge to facilitate structuring Indigenous pedagogies in program development. These strategies and practices are informed by our own culture and ethnic backgrounds, an Oglala Lakota and Kenyan-Kalenjin-Keiyo, enculturated into a Eurocentric pedagogy which guides our positionality.